Using Electronic Response Systems in Economics Classes

Ghosh, Sucharita; Renna, Francesco

doi:10.1080/00220480903297651

Cited by 28 publications

(18 citation statements)

References 19 publications

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“…Audience response systems such as "clickers" have been used to promote student interaction and engagement in classrooms, including the teaching of economics at university (Ghosh and Renna, 2009;Salemi, 2009). These systems permit students to respond to questions with instant display of their responses.…”

Section: Introductionmentioning

confidence: 99%

Mobile Phone‐Based Audience Response System and Student Engagement in Large‐Group Teaching

Jain

Farley

2012

J of App Econs and Policy

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Engaging students in large classes is a challenge at the best of times. Teachers are increasingly seeking the help of new technology to keep the attention of their technologically savvy students. VotApedia, a free cell phone-based audience response system, is one such technology. This research aims to assess economics students' perceptions of use of VotApedia in helping to achieve deeper learning; to map importance of use of audience response technology for students in promoting engagement and to assess the promotion of a positive and active environment in lectures by use of VotApedia in an Australian University. Using the framework of activity theory, it argues that technologies such as VotApedia use positive feedback loops to facilitate improved student engagement and learning.

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Section: Introductionmentioning

confidence: 99%

Mobile Phone‐Based Audience Response System and Student Engagement in Large‐Group Teaching

Jain

Farley

2012

J of App Econs and Policy

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“…Real time interactive device are called many different names in instruction related literature; audience response system is the most frequently used (Hunsu, Adesope, & Bayly, 2016;Wenz, Zupanic, Klosa, Schneider, & Karsten, 2014), followed by electronic voting system (Cubric & Jefferies, 2015;Draper & Brown, 2004), electronic response system (Donovan, 2007;Ghosh & Renna, 2009), personal response system (Lin et al, 2013;Yeh & Tao, 2013), student response system (Hooker, Denker, Summers, & Parker, 2016;Jones, Antonenko, & Greenwood, 2012), clickers (Hwang, Wong, Lam, & Lam, 2015;King, 2011), classroom response system (Chien, Lee, Li, & Chang, 2015;Richardson, Dunn, McDonald, & Oprescu, 2015), interactive response system (Y. Kim et al, 2015;Slain, Abate, Hodges, Stamatakis, & Wolak, 2004), and instant response system (Chien, Chang, & Chang, 2016;Chien et al, 2015).…”

Section: Interactive Response System -Plickersmentioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science remedial teaching into practice in elementary schools. This research attempts to establish a new model of remedial teaching that utilizes remote asynchronous video-based instruction to carry out centralized remedial teaching with 3D television and interactive response system. We focused on fourth graders whose science ranking was at the bottom quarter and examined if their grades have improved. Centralized remedial teaching was implemented once a week during school's noon break and lasted for 40 minutes. The materials used, including the remedial 3D natural science lesson videos and interactive response test questions, were both produced by the university. They were transmitted through the Internet to elementary school teachers who played them on 3D television and students practiced and answered the questions in real time with plickers. Twenty fourth graders from different classes participated in remedial teaching for one semester; the average percentage of test grade ranking in natural science has progressed from 9.19% to 24.12% in their original classes. Previously, the average of T-score in natural science test was 35.80, and after remedial instruction, the T-score average was 42.39. The T-score average improvement is statistically significant (t=3.34, p = .003). The research revealed that this instructional model can improve learning outcome in natural science for underachieving fourth graders, and through the questionnaire, it was also known that the students liked this remedial teaching approach.

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“…Nelson and Hauck (2008) found from their use of clickers in a management information systems course that greater levels of clicker usage resulted in greater perceived levels of learning and benefits of using clickers. Ghosh and Renna (2009) found interactive technology to be well received by students in economics classes. Finally, Sprague and Dahl (2010, p. 96) found in general that the use of clickers increased students' satisfaction with the course as well their perception of learning.…”

Section: Literature Reviewmentioning

confidence: 96%

Improving Undergraduate Student Satisfaction with the Consumer Behavior Course: Will Interactive Technology Help?

Eastman

Iyer

Eastman

2011

Marketing Education Review

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It is important for professors to enhance student interest and input in a course, as this can have a significant effect on how satisfied a student is with a marketing course. One concern marketing faculty may have is that most students decide how satisfied they are with a course based on how entertaining it is for them (Roberts 1999). Interactive technology (also called audience-response systems, student response devices, student response pads, student response systems, or clickers) is one technological tool that professors can use to enhance communication and interaction in their classrooms (Lincoln 2008;Terreri and Simons 2005) in order to make a class more interesting for students regardless of class size (Carnaghan and Webb 2005). In this paper, we describe the use of interactive technology as a means of improving undergraduate students' satisfaction with a consumer behavior course. We first assess the impact of using interactive technology by comparing instructor evaluation scores before and after implementing it. Then, we empirically model and test the relationships that affect student satisfaction with the course. Thus, this paper contributes to the pedagogical literature through detailed examination of how the use of this teaching technique affects student satisfaction.Kurdziel (2005) notes five reasons for educators to use an audience response system: (1) to address the limitations of traditional lectures, (2) to engage students, (3) to provide feedback to both students and instructors, (4) to effectuate learning gains, and (5) to realize improvements in attitudes.The key benefit of the technology is that it allows both students and professors to get instant feedback (Merritt 2000). Taylor (2007) describes the benefit of utilizing interactive technology in large lectures to increase students' active involvement. Hoffman and Goodwin (2006) note the following benefits of interactive technology: ensuring interaction, keeping students focused, increasing participation, promoting discussion, and increasing retention.In the area of marketing specifically, Lincoln (2008) describes the use of clickers to successfully address five challenges: improving students' attendance, increasing students' attention, increasing students' participation, gauging students' learning, and managing course maintenance. Sprague and Dahl (2010) found the use of this technology to have a positive effect on students' attitudes and learning experience. Furthermore, they found it to be especially beneficial to students who may be disadvantaged in a traditional lecture setting, such as international students and students with a low need for cognition (Sprague and Dahl 2010). Both Lincoln (2008) and Sprague and Dahl (2010) looked at the use of clickers in large-size principles of marketing classes. In Sprague and Dahl's (2010) discussion of needed areas for future research, one suggestion was to examine if interactive technology systems (personal In this paper, we measure the impact of interactive technology on student satisfaction and fin...

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Using Electronic Response Systems in Economics Classes

Cited by 28 publications

References 19 publications

Mobile Phone‐Based Audience Response System and Student Engagement in Large‐Group Teaching

Mobile Phone‐Based Audience Response System and Student Engagement in Large‐Group Teaching

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Improving Undergraduate Student Satisfaction with the Consumer Behavior Course: Will Interactive Technology Help?

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